Abstract:
The study adopted a modified Unified Theory of Acceptance and Use of
Technology2(UTAUT2) as a theoretical foundation to investigate students’ initial
perceptions of Google Classroom as a mobile learning platform. By including six
non-linear relationships within the modified model, the study examined the nuances
in interaction terms between Habit and Hedonic Motivation, in relation to the other
constructs in the original UTAUT2 model towards Google Classroom intention formation
and use behaviour. Based on this, a questionnaire was used to collect data from 163
students, employing a purposive sampling technique with Partial Least Squares Structural
Equation Modelling (PLS-SEM) utilized for statistical analysis. Overall, the
results revealed important significant non-linear relationships between Hedonic Motivation
and Habit with the rest of the UTAUT2 factors within the model. Students’
positive intentions to accept Google Classroom were anchored on Habit, Hedonic
Motivation and Performance Expectancy. However, both Habit and Hedonic Motivation
had significant and positive non-linear relationships with Performance Expectancy,
Effort Expectancy and Social Influence towards Google Classroom usage intentions.
Uniquely, Habit was the strongest predictor of Behavioural Intention. Again, the
Importance-Performance Map Analysis (IPMA) proved that Habit was the most important
factor in determining actual usage (Use Behaviour) of Google Classroom rather
than Behavioural Intention.
